BULGARIAN
BASIC COURSE Units 1 - 15 VOLUME I
This work was compiled and published with the support of the Office of Education, Department of Health, Education and Welfare, United States of America.
CARLETON T. HODGE and ASSOCIATES
FOREIGN SERVICE INSTITUTE WASHINGTON. D.C.
1961
o EPA R T MEN T
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TAT
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Preface
These volumes comprise an introduction to the Bulgarian language. No previous knowledge of Bulgarian or any other Slavic language is assumed. The course as it now stands was prepared under an agreement with the Office of Education, Department of Health, Education and fJ elfare, under tl,e National Defense Education Act. The original core, of which some sets of Basic Sentences and a few grammatical notes remain, was done by Carleton T. Hodge as a fellow of the American Council of Leamed Societies. Further work was done as a regular part of the work of the Foreign Service Institute before the Institute entered into an agreement with the Office of Education. The linguist in charge of the project has been Carleton T. Hodge, Head of the Department of Near East and African Languages, Foreign Service Institute. A number of Bulgarian speakers have been involved in its preparation over the years, though the present Bulgarian staff is responsible for its present form. Deep appreciation is expressed to all those engaged in the work for their assistance
tn
the project.
D. Lee Hamilton Acting Dean School of Languages Foreign Service Institute
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Foreword Each unit of this parts:
Basic Sent ences ,
reading passage. memorized. eli vided
course, aside from Notes,
Drills.
The Basic Sentences are
'!he Notes explain the
roughly into
review units, is divided Units 13 on have
17, 19-23)
2S-29)
part, a
grammatical structure of the language and are
three phases.
The first
phase
of the most frequent patterns. overall treatments
has a
(Units 1-S, 7-11) to give
the student a
The secoM phase
treats fewer granrnatical features per unit.
gives more
a fourth
normal dialogue material, meant to be
great deal of granmatical material per unit, in order working knowledge
into three
(Units 13-
'!he third phase
of selected features.
The index
(Units
to the
grammatical notes gives ready reference to all features discussed. Use of This Course These units are accompanying drills.
designed for use with a native speaker of Bulgarian.
tapes include
(Drills such
the Basic Sentences of each un1 t
1.
all
as those with blanks to be filled and translation drills
are omitted, as are all reviews.) not substitute for it.
and nearly
'lbe
These are meant to supplement classroom work,
Suggested proceedure for study is:
The instructor reads the Bulgarian of the Basic Sentences item by i tam,
repeating each for
each member of the class.
Each stlXient
repeats inmediately
after the instructor, imitating his or her pronunciation as exactly as possible. (This type of drill is basic and is to be done wi. th Listening In sections also.) Wrong pronunciations including wrong intonations, are corrected.
the Grammatical Drills and on the part of
the student,
This correction consists of repeti-
tion at normal speed of
the i tern mispronounced, with
the student
repeating.
If' a linguist is present
he may give a tecl:mical explanation, with the instruc-
tor again furnishing the model for the student to itr.i tate. 2.
The student goes over
the same material by listening to
the tape and
repeating, doing this until he knows the dialogue by heart. 3.
The instructor repeats each
sentence for the student, again correcting iv
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pronunciation. Repetition is continued until the students can say the sentence. smoothly and naturally. 4.
Variation drills are made with
the Basic Sentences.
These may be
straight substitution drills, cue substitution drills, question and
answer
drills, etc. In straight substitution drills the instructor
makes the substitution and
the student repeats the changed sentence. Sentence:
IVlaket spira vet Soliya./
Instructor says: (am student repeats)
/peter i zena mu spirat vel Soliya./
ITe spirat vat Sofi1'a./
etc.
In cue substitution drills the instructor says the sentence to be changed,
then gives the item to be substituted.
The student gives the altered sentence:
IVlaket spira ve! Sotiya./
Instructor:
IPetar/ /Petar spira vet Sofiya./
Student:
Question and answer drills should include, where possible vocabulary-wise, a variety ot types of answers: Question:
ISpira 1i vlakat vet Soliyail
Short aftirmative answer:
/Da./ or ,IDa, spira./
Short negative answer:
/Ne.1 or /Ne, ne spira./
Long attirmative answer:
/Da, vIakat spira vet Soli1'a./
Long negative answer:
/Ne, vlakat ne spira vel Soli1'a./
Expamed altirmati ve answer: Expanded negative answer:
,IDa, vlakat spira vet Soliya i vel Varna./ /Ne, vlakat ne spira vel Sotiya, no spira vet Varna./
s.
Study ot the Grammatical Notes. The Notes should be studied at home and discussed in class (wi th linguist) only' when necessary. 6.
Grannatical Drill.
'!he grammatical drills, being nearly all 'sample'
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drills (examples ot the torms under consideration), are to be repeated atter the instructor as in point 1 above. '!bey should also be made the subject of variation drill (see point 4 above), aimed at thoroughly drilling the new 'VD cabula17 of the unit (or ot the reading ot the preceding unit) by using this "IOcabu1ary' as substitutions. Other variation drill should be aimed at giving the stuienta practice in repeating grammatical structures in which they happen to be weak, or with which they are haVing difrieulty. ']he students should listen to the tapes before looking at the text.
'Ibis
will lessen the teo:lency to read a word rather than imitate it by sound. It wil:l also facilitate the reading of the cyrillic, as the student will be more familiar with the lIOrdS he is to read. Occasional new words are introduced into the drills (including the Listening In). These are glossed in the text, but the student shou1d listen to the tapes several times before looking at the text, identifying them. by related known words or by context i f possible. 7.
Conversation.
']he Listening In should be drilled by repetition atter
the instructor and by tape drill until the students are able to act out the situations naturally. Free (or at least treer) conversation may then be held among the students, the instructor participating as advisable. These should go rapidly, with no one taking time to think ot what to say next. A briet, ordinary sentence said naturally is far preterable to a painfully constructed one. ']he latter process is a waste of class time. Reviews. 'lbe re'View un:1 t8 (6, 12, 18, 24, 30) are not meant to be as much comprehensive reviews as breaks in the routine. A thorough classroom and/or tape review may be made at the same time. Several of the reviews ofter a quite dirterent type of exercise than is found in the substantive units.
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Table of Contents
Volume I
Unit 1
Getting A round; Greetings and General Phrases
Unit 2
Meeting People
30
Unit 3
Seeing the Sights
72
Unit 4
What's your Trade?
Unit 5
Let's Talk About the Weather
190
Unit 6
Review
227
Unit 7
Getting a Room
239
Unit 8
By Car
272
Unit 9
Dinner
305
Unit 10
Shopping
334
Unit 11
Letter Writing
357
Unit 12
Review
401
Unit 13
Stepping Out
407
Unit 14
Discussing the Play
437
Unit 15
The Post Office
460
2
127
For Vocabulary see Volume II, page 874 For Index to Grammatical Notes see Volume II, page 939
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